Index

Mauricio Pino Yancovic (Pontificia Universidad Católica de Valparaíso, Chile)
Alvaro González Torres (Pontificia Universidad Católica de Valparaíso, Chile)
Luis Ahumada Figueroa (Pontificia Universidad Católica de Valparaíso, Chile)
Christopher Chapman (University of Glasgow, UK)

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts

ISBN: 978-1-78769-738-6, eISBN: 978-1-78769-735-5

Publication date: 14 November 2019

This content is currently only available as a PDF

Citation

Yancovic, M.P., Torres, A.G., Figueroa, L.A. and Chapman, C. (2019), "Index", School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Bingley, pp. 151-157. https://doi.org/10.1108/978-1-78769-735-520191009

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Mauricio Pino Yancovic, Alvaro González Torres, Luis Ahumada Figueroa and Christopher Chapman


INDEX

Index

Action research
, 37

Ad hoc substantive theory mixed-methods research
, 67

Analytical strategies
, 52

Annual classification scheme
, 7

Arranged collegiality
, 31

Balkanization
, 31

Belén Educa foundation
, 16

Chile’s educational improvement policy framework
, 19–21

Chilean education(al) system
, 116

administration and enrollment
, 19

market-oriented model of
, 17

Chilean Ministry of Education (MINEDUC)
, 1–2, 22–24, 27, 46

rationale for supporting development of SINs
, 25

supervisor
, 77

Chilean school system
, 2

Collaborative inquiry, (See also Inquiry)
, 4, 36–39, 70.

in challenging contexts
, 27

collaboration in school networks
, 32–37

collaborative educational culture
, 30–32

cycle
, 41–46, 48, 54, 69, 95–96

identification of common challenges
, 42–43

inquiry and taking action
, 43–45

monitoring and reflection
, 45–46

phases
, 68

in practice
, 38

principles and values of
, 39–41

and professional capital
, 46–49

Collaborative practices
, 6, 41, 46, 54, 109, 124

development
, 7

and knowledge
, 53

mobilizing
, 27

process and value
, 8

with school leaders
, 81, 85–90

SINs
, 80

Collaborative/collaboration
, 3–4, 23

with “enemy”
, 35

culture of
, 9, 11, 22, 25, 30–31, 36, 46, 53, 96, 122, 124

dark side of
, 35–36

emerging
, 33

Collective reflection
, 39, 97

capacity for
, 100

developing formal strategies for
, 97–100

Collegiality
, 34–35, 46

arranged
, 31

contrived
, 31, 35, 115

Community of practice
, 3, 5, 27

Contrived collegiality
, 31, 35, 115

Cronbach’s alphas
, 63

Culture of collaboration
, 9, 11, 22, 25, 30, 36, 46, 53, 96, 122, 124

Dark side of collaboration
, 35–36

Decisional capital
, 47–48, 62, 110

Direct School Visits
, 22

Distributed leadership
, 41, 61, 114–117

Diversity
, 23, 57

of demands
, 5

of networks
, 121

of purposes
, 76

Education Quality Agency
, 20

Education(al). (See also Chilean education(al) system)

decentralization
, 1

improvement
, 19

networks
, 35

policies
, 81–85, 107

reforms
, 1

Educational Collaborative Network Questionnaire
, 61–62

Educational Improvement Plan (PME)
, 20–21, 72, 103, 109–110

Effective networks
, 108–111

Emerging collaboration
, 33

Escuela Nueva in Colombia
, 14

Fabricated cooperation
, 35

Federations
, 32

Formal strategies development for collective reflection
, 97–100

Fundación Chile
, 16

Fundación Oportunidad
, 16

General Education Division
, 1–2, 28

Groupthink
, 6

Hermeneutics
, 52

Human capital
, 47

Hybrid leadership
, 119

Identification
, 113

of common challenges
, 10, 42–43, 70–79

and evaluation of network outcomes
, 100

of resources, limitations and opportunities
, 29

Implementation stage for SIN
, 27, 104

Improving the Quality of Education for All program (IQEA program)
, 37

Inclusion Law
, 18

Inquiry

collaborative practices among school leaders
, 85–90

disseminating and inquiring of educational policies
, 81–85

knowledge mobilization between networks and schools
, 90–95

processes
, 111

SINs
, 80–81

and taking action
, 80

International evidence
, 13, 121

Interorganizational struggles
, 6

Interpretive hermeneutic work
, 52

Interpretivism
, 52

Judgments
, 43, 73

evaluative
, 39

making
, 38

of school leaders and teachers
, 39

Kaiser–Meyer–Olkin test (KMO test)
, 63

Knowledge mobilization
, 54, 70, 80–81

element
, 111

between networks and schools
, 90–95

Lateral leadership
, 11, 108, 111, 114–116

Leadership capacities
, 5, 11, 14, 108

network
, 111

systemic
, 124

Leadership Center for Educational Improvement (LIDERES EDUCATIVOS)
, 61

Leading downwards
, 11, 108, 111–113

Leading upwards
, 11, 108, 111, 116–119

Learning Community Project in Mexico
, 14

Liberating learning
, 118

Likert-type scale
, 62, 67

Local Public Education Services
, 15–16, 18

Market

market-oriented and competitive environment
, 6

market-oriented system
, 119

reform to strengthening public education in market-oriented system
, 16–19

source
, 122

MECE RURAL (National program)
, 15

Microcentros Rurales
, 15

Ministry of Education
, 7, 20–22, 24–25, 72, 96

Mixed-methods

analysis of SIN strategy
, 96, 105

design
, 54–55

research
, 51, 53, 108–109, 111, 123

study
, 8, 48

Mixing procedure
, 67–68

Multi-site case study
, 8

multi-site qualitative case study
, 56

networks
, 82–83

of SIN
, 55–61

Municipal departments of education
, 15, 18

Municipal schools
, 15–16

Municipalities
, 17–18, 57

National Council of Education
, 20–21

National Education Quality Assurance Agency
, 7

National educational policy
, 117

National key policy instruments
, 10, 70, 72

National mixed-methods study

content analysis
, 51–52

descriptive analysis of national questionnaire
, 63–67

epistemological perspectives
, 52

mixed-methods design
, 54–55

mixing procedure
, 67–68

multi-site case study of SIN
, 55–61

SIN national questionnaire
, 61–62

SIN strategy
, 53

National questionnaire of SIN
, 61–62

descriptive analysis of
, 63

limitations
, 67

rotated factor loadings, by items and dimensions
, 64–66

National study of SINs
, 8

National System for Quality Assurance of Education
, 20–21

Neoliberal experiment
, 17

Network leaders
, 119

Network leadership, (See also Leadership capacities)
, 108.

lateral leadership
, 114–116

leading downwards
, 112–113

leading upwards
, 116–119

sustainability and
, 111

systemic leadership
, 111–112

Network(ing)
, 15, 32, 62–63

improvement
, 62

organization
, 61

participants
, 6

“Networked Learning Communities” program
, 37

New System of Public Education
, 18

Open-ended questions
, 62, 85

Performance evaluation
, 38

Phase collaborative inquiry
, 8

Policymakers
, 107, 118

Practitioner research
, 37

Preferential School Subsidy
, 19–20

Private-subsidized foundations
, 16

Private-subsidized schools
, 16, 18, 57

Professional capital
, 46–49, 62, 103, 108–111

development
, 107–108

rationale of PLNs and collaborative inquiry to
, 49

Professional learning communities
, 27, 31–32, 98

Professional Learning Networks (PLNs)
, 3–6, 14, 29, 54, 107–109, 111–112, 124

Provincial Departments of Education (DEPROV)
, 21, 73

Public school principals
, 122

Purpose

diversity of
, 76

effectiveness of PLNs
, 3

principles to guide work of SIN
, 23

Qualitative methodologies
, 52–53

Quality Agency
, 20, 22

Quality Assurance Agency
, 41

Quantitative methodologies
, 52–53

Questionnaire measures network functioning
, 62

Red La Salle Chile
, 16

Reflection, (See also Collective reflection)
, 10–11, 39–40, 42, 45–46, 69, 107, 113.

of network members
, 24

professional inquiry
, 4

Research Learning Networks (RLN)
, 14

Robert Owen Center for Educational Change
, 14

Rural micro-centers
, 15

Scanning
, 33

School improvement networks (SIN)
, 2, 8, 16, 21–25, 107, 110, 123

Chile’s educational improvement policy framework
, 19–21

guidelines
, 28–29, 41

in market-oriented educational context
, 13, 16

mixed-methods analysis of
, 96

multi-site case study of
, 55–61

national questionnaire
, 61–62

negotiating SIN purpose among partners
, 76–79

reform to strengthening public education in market-oriented system
, 16–19

strategy
, 53, 55, 69, 71

School Improvement Partnership Programme (SIPP)
, 14

School leaders
, 4–5, 24, 44, 112, 120, 123

changes in behavior and practices
, 111

collaborative practices with
, 85–90

development of capacities
, 22

perspective
, 11

School networks
, 5–6, 13, 29–30

collaboration in
, 32–37

collaborative inquiry cycle
, 69, 95–96

developing formal strategies for collective reflection
, 97–100

establishing common purposes
, 71–76

examples
, 14

identification of common challenges
, 70

identifying and evaluating network outcomes
, 100–103

inquiry and taking action
, 80–95

monitoring and reflection
, 95

multi-site case study
, 70–71

negotiating SIN purpose among partners
, 76–79

synthesis of findings
, 103–105

School-to-school

collaboration
, 32

partnership
, 38

Scope (principles to guide work of SIN)
, 24

Social capital, (See also Professional capital)
, 47–48, 61.

Social constructionism
, 52

Social network analysis
, 52

Sociedad de Instrucción Primaria
, 16

Spanish Sistema de Medición de la Calidad de la Educación (SIMCE)
, 7, 17, 20

Standardized accountability measures
, 1

Superintendence of Education
, 20

Sustainability

effective networks and professional capital
, 108–111

fostering systemic improvement in challenging contexts
, 121–124

and network leadership
, 111–119

of SINs
, 107–108

system infrastructure
, 119–121

Sustained collaboration
, 33–34

System infrastructure
, 108, 119–121

Systemic leadership
, 111–112

Technical knowledge
, 84–85, 104

United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 56

Within-school collaborative cultures
, 32